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Direct linkTorppa, Minna; Georgiou, George K.; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten…
Descriptors: Longitudinal Studies, Kindergarten, Grade 1, Grade 2
Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel – Journal of Educational Psychology, 2010
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and…
Descriptors: Alphabets, Writing (Composition), Spelling, Beginning Reading
Amtmann, Dagmar; Abbott, Robert D.; Berninger, V. W. – Reading and Writing: An Interdisciplinary Journal, 2007
Children (n = 122) and adults (n = 200) with dyslexia completed rapid automatic naming (RAN) letters, rapid automatic switching (RAS) letters and numbers, executive function (inhibition, verbal fluency), and phonological working memory tasks. Typically developing 3rd (n = 117) and 5th (n = 103) graders completed the RAS task. Instead of analyzing…
Descriptors: Dyslexia, Memory, Grade 5, Phonology
